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The achievements of others can either inspire us to excel or foster envy that brings destruction. The choice is ours and the Islamic world has chosen the latter.

The so-called Palestinians have devised a new form of terrorism to wage against their highly achieving neighbors. Motivated by envy that springs from insecurity and bitterness, their youth are launching combustible kites and helium-filled balloons over the Gaza border that explode into an inferno in Israel. Today, a huge incendiary kite from Gaza landed on kibbutz power lines, causing loss of power for several hours. The raging fires reflect the Palestinians’ own rage that fills their illiterate, unproductive, empty lives.

During this fire jihad, they have thus far destroyed more than 82,000 acres of forest and agricultural land, with its produce and wheat fields devastated, avocado groves scorched, the bee industry and wild life burned alive. The 7,000 acres of nature reserves, which also contains the 75-acre Karmiya Reserve, an animal and reptile habitat, are turned to cinders. The estimate of loss is in the billions of dollars. The Israelis are dealing with the loss of homes, their every possession, their livelihoods, while also suffering from respiratory illnesses from the fouled air and stench and Post Traumatic Stress Disorder from the constant barrage of rockets. Eighteen hundred acres of food are demolished. The desert and swampland that the Jewish pioneers of almost a century ago rescued and restored from Arab neglect are now in complete ruin.

Who are these despoilers and what motivates them? Islamic jihadis are raised in a loveless household, forced marriages where the man may have four young wives with severely limited rights, bearing and treating their numerous offspring as objects, and eagerly declaring their willingness to martyr their children for the cause. From early childhood, Palestinians are taught to hate the miniscule landmass they covet for Allah and learn to detest the citizens for the happiness and innovations enjoyed in Israel. As youths, they are intentionally deprived of every creative outlet (music, dance, art), forbidden from socializing and celebrating birthdays, and commanded to pray five times a day, so that participation in riots can provide them with a welcomed, albeit perilous, excitement beyond the harsh restrictions of the culture. This upbringing prepares them for the malignant influence of Mahmoud Abbas, who keeps them distraught, agitated and provoked by announcing the next Days of Rage, rallies to explode into violence, when their lives have little else to occupy them. These are the despoilers and these are their motives.

There’s a psychological reason for their use of kites. In her book, The Jihadi Dictionary, Nancy Hartevelt Kobrin explains, the “jihadis do not live in an empathic world or in reality, so they misuse just about everything. In their interior world, everyone is a mere object rattling around in their minds.” They’ll make bombs in the kitchen, a room for nurturing and bonding, stuff them in toys, designed for imaginative play, and weaponize small children, because the Koran says, “slaughter not of the animal but of the infidel.” They misuse knives for cutting food as hard weapons in the Palestinian Knife Intifada, and playthings (dolls and kites) to deliver destruction and death. Other perversions include sexual distortions, their Female Genital Mutilation (FGM), the prevalent homosexuality with Bacha bazi boys, their confusion of good with bad, right with wrong. Their use of symbolism is a cognitive deficit, a result of their emotional deprivation as children.

Muslims, as a whole, are known for creating little for mankind’s benefit. Mohammed’s followers were usually acquired at the end of the sword and their supposed inventions were purloined from the conquered non-Muslim world. Islamic arches were adapted from Roman arches, Arabic numerals from Hindu symbols (glyphs), and their cryptography from ancient Egypt. Their physicians were primarily captured Jews who practiced medicine and their astronomers and cartographers were traced to Jewish astronomers and cartographers. Their calligraphy, although ornamental, is exacting, with no room for imaginative originality. Their art is geometric and precise. A warring nation encourages conquest, not creativity.

As Sir Winston Churchill astutely declared, “Individual Muslims may show splendid qualities, but the influence of the religion paralyzes the social development of those who follow it. No stronger retrograde force exists in the world.” The destruction through the centuries was wrought by the Mohammedans, Al Qaeda, Al Shabaab, Arabs, Fatah, Hamas, Hezbollah, Iran, Islamic State (IS), Muslims, Muslim Brotherhood, Moors, Palestinians, Sunni, Shi’a, Wahhabi, all who follow the laws of the militant, proselytizing Islamic faith. The Arab dons the terrorist’s hat when he prepares to murder but assumes the Palestinian hat when he seeks world sympathy.

Why does the world continue to send foodstuffs and provisions to those who persist in destroying Israel’s food source and provisions, and where will they send them when the Muslim migrants conduct the same destruction by fire in Sweden, Denmark, Germany, France, the Netherlands, England, the United States? The Islamic tide is rising worldwide. They have created nothing that benefits the world and, therefore, have no veneration or will to save it from destruction. Their motivation is misery and resentment; their goal, the destruction of what is not theirs. Those who choose martyrdom admit their unhappiness in this life and seek escape to 72 virgins in heaven. If their home environment is not changed, there can be no psychological changes. They will not plant and care for fruit trees or tend innocent animals; they will not mature into compassionate human beings. They will have no compunction about their criminality and destruction as long as they are consumed by impotent jealousy and vengeance.

But their non-Muslim neighbors, Israel, will continue to plant new orchards on the ashes of the old.

An interesting matter has arisen in Cuyahoga County, Ohio, but be assured that this idea could well surface in your hometown. (ADDED by Centinel2012: This could happen any where in this country and is totally against the US Constitution so you are now warned.)

Armond Budish, Cuyahoga County Executive, has suggested that there be a Human Rights Council in Cuyahoga County for a specialty group, specifically, and at this time, for the LGBTQ community (as though the Human Rights Council of the United Nations is so ethical and trustworthy). Budish seeks a form of justice, but not the justice referenced in the Pledge of Allegiance to our flag, but a form of “social justice.” However, the moment we divide Americans into groups and treat one group differently from the others, it is no longer true justice. Rather, it is meant as boost or benefit for one select group at the expense of another.

The commission would conduct investigations on gender issues and enforce and issue subpoenas as a quasi-judicial appointed attorney. No one so titled should be able to levy monetary penalties, especially for undecided social, moral issues.

Under the proposed law, the plaintiff (one who sues) would be financially supported by the commission, which opens up the proverbial can of worms because he/she has no “skin in the game.” Unless the plaintiff bears the risk or consequences for his/her actions, the suit could be frivolous or malicious, and the victim harmed, whether reputationally or financially.

Above all, this type of lawsuit is a kind of censorship system. In our country, under our laws, the Bill of Rights guarantees the Freedom of Speech, but a legal threat creates an atmosphere of fear of consequence. This is not unlike the accusations of Islamophobia, when one might want to say something that is perfectly within his/her right but fears a penalty that could do him great harm. This is unjust.

I ask the members of the Cuyahoga County Council to not vote to oblige your fellow council members, and not to vote because of the request made by the county executive, but to vote your conscience. Put yourselves in the position of saying something, perhaps a little untoward or not meeting the “standards” of self-appointed morality police, but perfectly within your rights, and imagine someone deciding to sue you and being reimbursed so that the only one to bear the brunt of consequences is you, the unwitting defendant.

Soon after the horrific bombing of the World Trade Center, I happened upon a television production of the history of Islam presented by PBS, an American public broadcaster and television program distributor, self-declared as “America’s largest classroom.” This trusted provider of television programming reaches 350 member-television stations, educational institutions, non-profit groups tied to public schools, college educational institutions, and state-government-owned or -related entities. The narrator of the History of Islam, Imam Faisal Abdul Rauf, was already recognized for his outrageous proposal to establish a triumphal rabat-style mosque on Ground Zero. He’d hoped to name it Córdoba to echo Islam’s conquest of Spain in 711 AD.

Rauf presented the spread of Islam as the color of butter spread across the pastel map, as though untold thousands had not been enslaved or slaughtered by the ferocious and determined warlord, Mohammed. Conquest was achieved by the merciless decapitation of 800 Jewish men, the rape and sexual enslavement of their women and children, the pillaging of the metalworks and crafts of the town’s Jews, Christians, and pagans who had been living in harmony. PBS was permitting itself to be used to promote a false narrative that concealed the true purpose of Islam and its continued bloody methods of conquest.

Christian Action Network, in 2017, revealed the introduction of the Islamic indoctrination program, “Access Islam,” by the U.S. Department of Education to public schools, when no similar material for Christianity, Judaism, or Hinduism exists. PBS provides “the largest classroom” for teaching these “educational” resources to schools and libraries, replacing the term “Religion of Peace” with “Empire of Faith.” Americans for Peace and Tolerance has investigated and reported the world studies and history books in use today, and confirms that they embrace radical social activism, ideological indoctrination, and coerced conformity. The textbooks and PBS’s films are replete with erroneous information, demonize Israel and America while glorifying Islam, and encourage fealty to Islam and identification with radical jihadists. This is brazen-faced stealth jihad against our own country done without fear of negative consequence.

The social studies lesson plan for grades 5 – 12 begins with the Five Pillars of Islam, enhanced by the BBC’s supplemental visual material for easy memorization and scrupulous study. This is total immersion into Islamic vocabulary with intense thought and discussion, acting out and reciting prayer, learning and performing customs along with changes of dress, and comparing superficial information of Judaism and Christianity with the favored Islam. In addition to the books, papers, computer, and visual aids, students “fulfill their duty” with “impromptu” visits into the Islamic community, without parental consent. Thus, they learn to feel like a Muslim (assuming the false victimization), view the world from a Muslim perspective (that all the world is Muslim and must be retrieved), think like a Muslim (lay blame elsewhere and justify abuse on women and the west), and to BE a Muslim (be a jihadi warrior).

Under the first pillar of faith, students must learn the Islamic calligraphy and memorize the shahada, a proclamation of faith and fidelity to Islam, despite their family’s beliefs.

PBS’s an online film about the Ten Commandments of Judaism does not equal in depth of experience the Pillars of Faith. Whereas the former operates at a purely informational level, the latter is indoctrinal, proselytizing, so that the child is imbued with the beliefs and views.

The second pillar is prayer, its importance, the words, sounds, movements, direction and frequency, an unparalleled intimate engagement.

This stage does not reveal the violent Islamic verses calling for jihad (warfare against non-Muslims) as a permanent obligation upon the Muslim community until the world is conquered for Islam (9:5, 9:29, and others), or the commands to wage war against non-Muslims until they: (1) convert to Islam, (2) pay the jizya (poll tax) and submit to sharia, or (3) are killed.

The third pillar is Zakat or almsgiving, with a video for media interaction, questions and answers. They review the purpose of donations, the amount of charity, relationship between prayer and money, and why this differs from ordinary charity.

However, it is not made clear that zakat or charity is designated only for Muslims, never for the infidel. Hence, while Israel, the US, and other western civilizations are first responders to tend others in times of natural disasters, Islamic countries do not respond with manpower or funds.

The fourth pillar, fasting, brings the discussion of the month-long holiday of Ramadan, its guidelines for fasting, challenges, and spiritual rules.

They do not learn that Ramadan mandates daily and increased attacks on hapless Christians and Jews in Israel, the Arab Middle East, Africa, Pakistan, the Philippines, Indonesia, and throughout Asia, with each year’s death toll superseding the previous one. The Bible’s tales of violence provide lessons to be learned; the Koran’s are open-ended, everlasting decrees of exhortation to violence. The Muslim community has a responsibility to wage war against the unbelievers.

Students are not told about the inhumane, torturous pain purposely inflicted on animals en route to their slaughter for Islam’s holiday celebrations. Halal may be falsely compared to kashruth (Kosher), but a cardinal tenet of the Jewish faith is shechita – the swift and painless dispatch of the animal, marked by compassion and consideration for its welfare. In many instances, animals are accorded the same sensitivity as for human beings.

The fifth pillar is the compulsory pilgrimage or Hajj to Islam’s holiest city, Mecca, which was Mohammed’s failed courtship of the Meccan Jews and his humiliation that now requires revenge and subservience of non-Muslims. PBS presents a compulsory “virtual Hajj.”

WGBH, PBS’s Boston Public Radio, provides “the journey,” the purpose of the special clothing, the gravity of the experience, and how it would feel to make the trek to Arabia. The children are forced to “live” the experience over their own religious and national birthright, to “feel” disdain and disrespect for their parents’ heritage and country, to “become” stealth warriors. Until they are sufficient in number to take up arms and overthrow America’s government, students are encouraged to meet with local Islamic clerics and to leave class for political riots and marches.

The sixth pillar, not revealed to the infidel, is jihad, which guides the thought and life of every Muslim, from the pregnant woman who will deliver the next jihadi warrior to the child who is taught to dedicate his life to martyrdom for conquest. Military might is the base for their ideology, the origin of Islam, the sine qua non of the faith, which is why the Islamic culture cannot adapt and accept ideas of modernity and secular government.

Despite the misleading term “inner struggle,” jihad is their eternal war against the non-Islamic world. Lessons encourage the children to identify with jihadis and justify martyrdom.

Portraying Islam as the religion of peace is utter deception. Daniel Pipes explains that jihadists understand the terms with its “usage through fourteen centuries of Islamic history” as “the compulsory effort to forcibly expand Muslim territory and influence.” “It is the boldly offensive intent to achieve Muslim dominion over the entire world,” – war, dispossession, slavery, and death for its victims. Islamic imperialism.

An Iraqi cleric in Baghdad, during a November 9, 2002, sermonized, “We challenge [President George W] Bush and the Americans with our words, before challenging [them] with our weapons . . . We are patient . . . and we will fight them with all kinds of weapons. Jihad, Jihad, Jihad, Jihad. . . .” He exhorted all Muslims to “welcome death, welcome martyrdom for the cause for Allah.”

Beginning with the very young, jihadis are taught to hate Jews and are praised for becoming suicide bombers, dying for martyrdom. “The day of Jihad is the day of blood.” The foremost Egyptian cleric of Al Azhar University urged Palestinians to intensify their suicide attacks against Israeli women and children – murder for the sake of their deity, with all manner of rewards in the next world.

The study of the Pillars of Islam is but one facet of what is being taught in our public schools today and what is supported by PBS’s “largest classroom” through lessons, plans and films.

In closing: An Olmsted Falls, Ohio, mother noted that her 7th grader was required to memorize the 5 Pillars of Islam and watch a proselytizing video, “30 Days: Muslims and America,” and asked the teacher if they were also to memorize the 10 Commandments and any other religion’s major core beliefs. When she learned they were not, and asked the school district to remove and replace the video with an objective historic film, her request was denied by the superintendent and Board of Education. She pursued the matter further with the state school board, state senator, representative, Ohio Department of Education and Ohio’s Governor Kasich, asking also that that the Israelites be added to the Ohio Standards. It took more than a year and a half of discussion, discord, assistance, legal intervention by the Thomas More Law Center, and involvement by the Zionist Organization of America (ZOA) to exact the changes in accordance with the parent’s constitutional right to free speech and duty to oversee her children’s education. The school system replaced the Islamic film and agreed to add the study of the ancient Israelites, including Abram and Moses, to the curriculum, thereby giving credibility to the Jewish people on their land and their bestowal of the Ten Commandments and morality to a world of impiety. One outraged and dedicated parent was able to pave the way and show us that it could be done.

Several recent studies have revealed the increased number of public school and college students who are experiencing various forms of mental illness, such as depression, anxiety, attention deficit disorder, and others. A Wall Street Journal report claims as many as 25 percent in elite colleges are thus classified, and require accommodations for exam taking, seating preference, quiet private rooms, and comfort animals. Steve Schlozman and Eliza Abdu-Glass, authors of The College Mental Health Crisis: Focus on Suicide, disclosed the thousands of suicides on college campuses each year, about two to three every day. Their emphasis is on students’ inadequate counseling, but we should ask why this generation, specifically, is so unstable and why the obvious signs have been ignored.

Is it possible to identify what could be so threatening?

Our educational system was restructured according to a radical, global, political ideology (Agenda 21) promoted by President Obama’s White House, Bill and Melinda Gates, Secretary of Education Arne Duncan, the Governors Association, and other supporters of a federal takeover of education for a Global Economy. Called the Common Core Standards, it was implemented by 46 states and D.C. While we were deluged with Hillary Clinton’s oft-uttered phrase, “no child left behind,” David Coleman, the architect of the controversial, experimental (experimenting on our children!) curriculum, was executing an equal-outcome system, thereby eliminating the motivation and ambition of equal opportunity for individual excellence and achievement, each to his/her own interests and abilities. And, since all schools – public, private, parochial, home schools – were subject to the same textbooks and tests, and the governors handsomely rewarded, the Standards were assumed almost nationwide.

Result: the students have become guinea pigs to a seemingly untested Standard – with a specific purpose.

Seriously flawed mathematics and science standards, put into practice by mathematically- and scientifically-illiterate state boards of education, are frustrating, limiting, and damaging to the children who experience distress despite their efforts. Creative classic literature has been replaced by depressing, sexualized dystopian novels that oppress the spirit and exceed the children’s maturity level. Maria Calamia, licensed clinical social worker and psychotherapist, reported 200 to 300 percent more children experiencing serious stress and trauma due to the new curricula, citing numerous incidents of the better students’ crying, bedwetting, self-mutilating, and experiencing nightmares at their new mediocrity. Non-fiction, informational texts and historical documents of a leftist agenda were also introduced, guaranteed to not only indoctrinate, but also to increase boredom and lessen interest and reading ability, with one report showing that 700,000 graduates per year cannot read their own diplomas. In 2016, more than 40 percent of four-year-college students (two million) did not earn their degree and dropped out; and only 26 percent of two-year students will earn their degree.

Parents were powerless to defy the system as they saw their children dealing with lessons of sexual deviancy that inspire change to their very natures, secular progressivism and Islamic indoctrination, and diminished coverage of Judeo-Christian values, American and European history. Having already been deprived of best friends, a buddy, a confidant, the troubled students are in the untenable position of being isolated at the same time that they are being molded to conform to a group-think mentality.

Academia’s adoption of Howard Zinn’s A People’s History of the United States provides a leftist focus on the exploitation of the majority by the “elite white population.” White privilege has become the accusation du jour, creating a dangerous intolerance for whites, America’s foundational documents and principles. Several private schools nationwide have begun segregating their white students, encoding them to believe they have unfairly benefitted from their whiteness at the expense of other races; students of color are receiving praise and rewards, not for excellence, but for their skin. Harvard is now being sued by Students for Fair Admissions for its nonacceptance of qualified Asians and white males, the same kind of discrimination and stereotyping used to disqualify Jewish applicants in the 1920s and 1930s. Additionally, white teachers are being challenged about their own cultural competence.

Result: divisiveness, a pervading but undefinable burden of guilt leading to the losses of pride, belief system, and self-assurance.

The comparatively new concept, called “Intersectionality,” has been introduced. A student may claim victimhood, anger, blame, and failure on the basis of skin color, gender, religion, country of origin, heritage, and any combination or number thereof for more status. Academia and the Left have now bestowed on every race, religion, heritage, and sexual orientation the psychological reasons for injury to their self-esteem, to stir hatred toward others or inwardly toward themselves. Whites have been classified as the enemy to the degree that white students are riddled with guilt and white educators are being singled out as “troublesome” and unqualified to teach students of another color.

Result: inadequacies on several levels, conflict and confusion from the clash between reality and new indoctrination.

If that were not enough, where parents rebelled against the schools, the schools may now institute Jeb Bush’s new kind of depersonalized training, the Electronic Classroom of Tomorrow, that keeps the students at their computers, sans accommodations for higher or lower achievers or interaction with teachers and peers. Conversation, analysis and discussion are deterred, leading to group-think and loss of emotional ties, and the graduates earn watered-down degrees with little labor-market value.

Result: loneliness, joblessness, idleness, depression.

With best friendships discouraged and sexual differences devalued, textbooks teach that promiscuity is acceptable, that biological sex is meaningless and fluid, and that sex change is plausible.

Result: loss of identity from gender destruction.

The proverbial floor is being pulled out from under these children who are experiencing increased seclusion, fears and anxieties, without a friend or parental support system. The young and vulnerable are defenseless against the multi-pronged attacks issued by their teachers and professors. So, can anyone wonder that the suicide rate has increased, doubled for boys and tripled for girls?

Using children in war situations is not a new phenomenon. They are the most vulnerable to the ruling powers, easily taken from unarmed parents and pressed into service by a government. Czarist Russia drafted children for 20 years, at least 300,000 non-Jewish and 75,000 Jewish Cantonists. Hitler’s Germany drafted thousands of young boys, Hitler youth, indoctrinating them to dedicate their lives for the Reich, unto death if necessary, and most were poorly trained and sent on suicide missions. As many as 40 million children, orphaned by AIDS, and controlled by drugs and religious or political fervor, were recruited in Africa.

Today, nearly 80 percent of about 30 conflicts worldwide have as many as 300,000 young combatants, ages 7 through 15, serving the war effort as scouts, messengers, looters, sex slaves, minesweepers, laborers, makers of bombs and terror tunnels, advance ambush, and suicide bombers. Nearly a half-million children serve in armies not at war – duped, exploited and wasted.

The use of children extends to indoctrination. In Islamic shame/honor cultures, the child is forced to learn the Koran with punishment by the whip, bonding them with violence for life. The child bride, often bartered or kidnapped, becomes an uneducated, incompetent and irresponsible mother, who is still dealing with the abuse, anxiety and trauma of having her female identity excised – female genital mutilation. The ritual produces a damaged self-image, the shame of being female and a self-hatred that is passed on to her numerous children who may well be the result of rape in a forced marriage. Shaming fuels violent aggression that reinforces the male’s brutality, not unlike the self-pity and sense of victimization that fueled Nazism.

Defenseless children may also be used as human shields and jihadis to increase their own death toll and net sympathy from the United Nations, and the girls often serve as “comfort women” for their commanders, to become impregnated and sent into combat with their babies strapped to their backs. The mothers consider their children expendable because they themselves were expendable. Called “the martyr in his mother’s womb,” the fetus is dedicated to death even before his birth. The cause of Islamic conquest is foremost, and the youths who do survive their horrific experiences are so severely scarred that they will suffer lifelong mental health problems. Despite the changes in war and engagement, the aggressor’s agenda is always expansionism, acquisition, domination, and elimination, and the disposable children are sent away for hijrah, jihad by emigration.

If war is the annihilation and replacement of one population by another, then America is experiencing a silent assault and eradication. One method of societal reduction or eradication is the promotion of a woman’s right to abortion over the right of the child to live and prosper. The child is mere material, to be used or discarded, as in Aldous Huxley’s Brave New World.

The schools are now devaluating sexual differences, first with language, replacing accepted pronouns with gender-neutral sounds and, second, with denying the child’s nature, in the interest of “complete equality.” Teaching staff are encouraging homosexuality, to emasculate the boys and erase the desire for courtship, marriage and reproduction, reinforced by Walt Disney films that encourage a “gay agenda.” Family Research Council has just revealed that hours of instruction on evolving “sexual identity,” contraceptive drugs and devices, and consenting to sex, are taught in Fairfax County School. The appalling curriculum includes (1) gender fluidity: biological sex is meaningless, (2) embracing gender transitioning, (3) encouraging risky sex, (4) discontinuing abstinence education, (5) teaching use of all contraceptive devices without divulging health risks, (6) parents may not opt children out of 8th grade comprehensive dating lessons, and (7) stripping the word “clergy” from adult consultants.

Social engineering is another exploitation of children. Groups, such as the Boy Scouts, established to prepare boys for manhood, independence, strength, creativity, adventure and daring, pride in country and the will to defend our country, are seeing drastic deviations. In a “celebration of cultural exchange, mutual understanding, peace and friendship,” the 2019 World Scout Jamboree event will host thousands of attendees from more than 200 countries and territories and make condoms readily available. For 108 years, the Boy Scouts of America’s flagship program has been known simply as the Boy Scouts. With girls soon entering the ranks, the group says that iconic name will change to Scouts BSA next February, 2019.

America’s Common Core standards disrespect Biblical and Judeo-Christian values and substitute a whitewashed Islamic and Marxist ideological indoctrination. The storyline is equality of rules and regulations fed by academia, the caliphate, duma, or “Sorospolis” to a passive student body. As in any fascistic system, information is controlled, and dissimilar publications banned. The students are methodically poisoned, their morality shifted from general ethical principles, such as the Golden Rule, to strengthening the Leftist cause.

Because parents protested Common Core, Jeb Bush deceptively introduced his “personalized learning.” Better characterized as “depersonalized training,” it puts children on computer screens that track their thoughts and determine their futures, and features less interaction with teachers and fellow students, allowing for complete indoctrination. The American Psychological Association found increased stress and anxiety for teens (8.7%/2005, 11.5%/2014), due to more restrictive schooling and grading, and doubled suicide rate (tripled for girls).

Already employed in some schools is the deliberate dissuasion for children to bond and develop close and lasting friendships, thereby creating feelings of loneliness and isolation and rendering the children vulnerable to ideological brainwashing. Researchers have said that music, usually a reflection of the times, has been getting sadder over the last 30 years. The “maleness” of songs has also decreased.

The schools and media are promoting a false narrative of multiculturalism, when the goal should be multi-ethnicities, religions and races, living harmoniously under the host’s culture. Migrants to America should be seeking America’s peace and prosperity; to deny its existence is to deliberately propose her people’s destruction – ethnocide. As such, the accusations of racism and colonization of “white-supremacist Europeans or Americans” prepare the groundwork for the annihilation of our heritage and language. Islam has declared its purpose to replace our culture with theirs against a backdrop of hate spewed by progressive faculty, black activists, feminists, and pro-Muslim organizations that demonize Israel and Jews, Christians and America. The children are the war materiel.

Universities are keeping their students ignorant, unskilled, and fearful of hearing opposition to the leftist agenda. They offer protection from the outside world in safe spaces, cry closets and therapy animals. Taught to fear self-reliance, the resultant adults will require government welfare programs, monthly stipends, and healthcare that includes heavy medication for cooperation.

It is time to connect the dots, because each of these instances has one thing in common, the abuse and destruction of children, which, in turn, removes future adults and decreases world population. This silent war of annihilation is being waged by the United Nations; their UN 2030 Agenda describes their plan to control every nation, and the methods are already in operation. While some believe this to be a desire for Utopia, others may relate it to guilt for Europe’s hand in World War II. Whatever the motivation, the ruling class is creating an obedient underclass. In point of fact, this is a fascist agenda of conquest, to stunt natural growth, and prohibit the use of our natural resources to nourish our survival. The result will achieve what other tyrants have achieved with weapons and bloodshed – depopulation, except on a now much larger scale, using children.

The Globalists of the United Nations are dedicated to one world, unified under one flag or governing body, and the elimination of countries’ borders, sovereignty and of individual’s natural rights, and of that historic bulwark against the abuses of tyrants, the nuclear family, best attacked through the children. They seek complete freedom of migration worldwide to “increase liberty, reduce global poverty, and accelerate economic growth.” However, where there is mobility of capital and labor, increases in capital cause decreased labor, resulting in disproportionately low wages, reduced healthcare and education, and shrinking businesses. Unrestrained immigration brought us 14 million illegals by 2012. It does not produce assimilation, but a higher incidence of crime and conflict from dissimilar ideologies and the depopulation objective of our silent warriors – our endangered children.

“Taharrush,” or “collective harassment,” is an Arab phenomenon that defines an horrific form of rape, both physically and psychologically. Originating as a weapon against female protestors in Tahrir Square in Egypt, May 2005, it became commonplace by 2012, and it has reached Europe. It takes the form of a group of male aggressors who encircle the female in a public setting and simultaneously grope, molest, beat and rape her, while a second, outer circle of men diverts the attention of strangers. While they continue to scream Allahu Akbar, the outer ring prevents the victim from being heard or accessed by police, who might also be fewer than required and inadequately armed.

Islamic rape is steeped in hatred and vengeance. These jihadis have been trained to hate and dehumanize women, and inflict great physical harm on the female, who may be as young as a toddler or as old as Lost Horizon’s Lo-Tsen. There are also Muslim gangs, criminal organizations that kidnap young girls for sexual slavery, rape and torture.

The vulnerable young preteen girl may be kidnapped near her school or approached by a 17-year-old “Romeo,” the bait. He plies her with drugs and/or alcohol, emotionally isolating her from her family to lure her where she’ll be simultaneously raped by ten men in a room. The men’s behavior is mandated by Islam; she is forced into prostitution. Just as FGM (female genital mutilation) destroys the woman’s sexuality, so these gang rapes completely destroy these girls, an ongoing phenomenon for 25 years in England, yet protected by fearful law-enforcement agencies.

Deceptively identified as Asian, they are devout Muslims who follow sharia law, praying in mosques by day and preying on women by night, reaching extreme intensity in Germany, France, Italy, the United Kingdom, the Netherlands and Scandinavia. The Koran decrees, “Women are your fields; go, then, unto your fields when and how you please.” 2:223; “We will put terror into the hearts of the unbelievers, 3:151; and Believers, make war on the infidels who dwell around you. Deal firmly with them,” 9:123.

In civilized, diverse Germany, where women might expect government protection, Angela Merkel has invited, since 2015, 1.2 million invaders who are responsible for 90 percent of the increased violent crimes. Two thousand Muslim migrants assaulted 1,200 women on New Year’s Eve 2015/16; few were apprehended and punished. Accusations of Islamophobia deter the population from redress. With 600,000 able-bodied “asylum seekers” on welfare, and poverty at an all-time high, they are free to indulge in violence.

Although the UK’s voters are distressed about homeland security, PM Theresa May recently announced her favoring trade, and unlimited immigration until the end of 2020, despite a 15 percent increase in rapes, a record-breaking 65,000 child sex-abuse cases registered last year, an average of 177 cases per day. In nearly 14,000 cases, the victim was under age 10, and 2,788 were age four and under.

Sweden has become the rape capital of the European continent, 95 percent of the rapes committed by “foreign” men. Political analyst Nicolai Sennels alerts that Sweden is in collapse, under violent Islamic control, destined to endanger all of Scandinavia. The Swedes can no longer shield themselves from their “self-inflicted misery.”

Western multiculturalism facilitates the increase of Muslim rape and violence. In America, violence is increasing as we lose our survival instinct. Somalis drove their trucks through a Minnesota neighborhood, broadcasting sounds of women being raped, screams of jihad. Weeks later a 5-year-old girl in Twin Falls, Idaho, was brutally raped. The media withheld the stories. The State of Maine’s democrats support FGM, a precursor to the sharia laws that are encroaching upon our own civilized society.

A disturbing question emerges. Where is our survival instinct? Where are the men, the traditional strong defenders and protectors of women and children? Our adults of tomorrow are being demoralized by the Left’s disastrous teaching standards, both in America, as Common Core, and in Europe. If we do not address the crisis, we must prepare for a deteriorating situation.

The assault is confined not to curricula alone, but to altering the children’s psychology. (Schools are altering the children’s psychology and support system, as I explained in “Good Morning, Little Comrades.”) We find gender-free pronouns encouraged in our schools, enforced by law in Canada. Today, the excitement of belonging to a masculine group, Boy Scouts, has been officially diminished to accepting girls whose interests and physical prowess differ. Scouts BSA’s equalization and identity destruction for older children has begun.

Students are overwhelmed with readings deliberately assigned beyond their maturity level. Phonemes, necessary for reading comprehension, have been discontinued. Cursive writing, essential for visual recognition, learning of letters, motor skills and creativity, has been withdrawn. Students cannot tell time on an analog clock and will be unable to read our Founding documents, requiring them to be explained by all-too-obliging politicians. Math courses have been proven academically inferior to other standards, making eventual college entry more grueling. History textbooks are revised with socialist and Islamic propaganda and Christians are labeled racist; our Judeo-Christian heritage is under destruction. A new textbook, “By the People,” by James Fraser, which slams President Trump and his supporters, is planned for use in the upcoming school year.

Our schools are teaching that Americans are evil racists, guilty of historic victimization of all “people of color,” warranting the replacement of white-skinned by darker-skinned people, capitalism by socialism, our Constitution by activism, and our Judeo-Christian morality by sexual freedom and abortion. Novels of adventure, discovery and heroism have been replaced by depressing dystopian stories, a possible contributing factor to a steadily rising suicide rate for adolescents, doubled for ages 15 to 19 from 2007 to 2015.

These changes particularly affect the psychology of the boys. From a very early age, they are deprived of their usual interests and toy selections, their book preferences of exploration and valor, their innate eagerness and energy. This social engineering is designed to alter their sexuality and their identity. In fact, boys’ testosterone levels and cognitive abilities have been decreasing, their weight and lethargy increasing.

By destroying their masculine get-up-and-go, they are not only less likely to protect the females in the community, but also unlikely to reject and reverse the new social order. They are being emasculated, learning to eschew confrontation and challenges, to not bite the bullet, but to run from life into the nearest safe space, complete with hot chocolate, or to a Cry Closet, or to a Yale University emotional-support animal, to further their snowflakery.

The left wants to incapacitate the masculine spirit, its natural assertiveness, its instincts of hunter, breadwinner, and protector, and create, instead, “grown children” who will cower and quaver for the rest of their lives. And all this has been implemented under the name of equality, that boys and girls be conformed, reduced in intelligence, reasoning and ability – a compliant population subservient to the triumphant regime. Since rape is taking advantage of somebody’s vulnerability, clearly there is rape of both body and mind – a way of destroying the spirit of both.

“The Feminization of Boys,” by Dr. Leonard Sax, reveals that more boys than girls in America are in special education classes, and more often prescribed with mood-managing drugs. They do not read well, are more likely to drop out of school and shun college, more apt to wind up in prison, and five times more likely than girls to die by suicide. A February 13, 2018 report discloses that 75 percent of US youths (17-24 years old) are ineligible for military service due to lack of education, criminality, and obesity.

Here, the blame goes to the Obama administration, academia and their supporters. These students may never hold decent jobs, marry or become responsible parents. They will live in dread, never venture out, take chances or create anything for the good of mankind. The traumatized will become welfare recipients, mentally unstable, perhaps a danger to society. Paradoxically, the young in a multicultural society are taught to belong to categories (race, religion, ethnicity). As a result, they are losing their individual identity to the group’s defining characteristics, and sacrificing the hope of personal merit, achievement, and excellence. An even greater cost will be the loss of freedom, prosperity, and the historic derring-do of the American character.

Fr. Michael Calabria, a Franciscan Friar of Holy Name Province, is director of the Center for Arab and Islamic Studies at St. Bonaventure University. His extensive travels throughout the Islamic world and the subject matter of his broad list of speaking engagements and presentations appear to indicate that he has drifted from his original path.

The Founder of Calabria’s Order of Franciscans, St Francis, similarly travelled into Islamic Egypt during the Fifth Crusade, in 1219, to meet with Sultan Malik al-Kamil in a courageous, but naïve, attempt to evangelize. He had undoubtedly been shown the censored version of Islam and returned impressed with the frequency of Islamic prayers, their 99 names in praise of God, and their reverence of bowing to the ground, and he adapted the Order’s devotionals accordingly. Unfortunately, he had not been told that devout Muslim spirituality was largely practiced under threat of the sword. In 1220, five friars were martyred in Morocco, and more were slaughtered in later centuries. In 1291, Franciscans left the Holy Land when Acre, the last Crusader stronghold, fell. Fr. Calabria is also bewitched by a mythical Islam.

He is scheduled to speak as an apologist for Islam this summer at the Chautauqua Institute, in New York State. Founded as a Christian institution in 1874, there is a current Jewish presence, and the Institute’s Department of Religion began inviting a series of lecturers about Islam in the mid-1990s, with the aim of reaching its nearly 150,000 annual visitors. Calabria will be yet another of many speakers invited to woo the unwary audience into esteeming the misrepresented Islam.

In past lectures and on his website, Calabria managed to compose a non-violent version of Mohammed’s hijra (journey) to Mecca and Medina, never divulging the Islamic leader’s beheading of as many as 900 Jews, sexual enslavement of the women and children, and demands of jizya (protection money) from the surviving ChristiansThe methods used by Islam to conquer the non-Islamic world continue unchanged to this day, with intolerance and invasion, rape, seizure and slaughter throughout Africa, into Europe and the Americas. Yet, Calabria presents a sanitized picture of the prophet, and encourages Christians to offer hospitality and friendship to the alleged oppressed Muslims, and to guarantee their freedom and safety, united against injustices.

Furthermore, he will repeat verbatim Islam’s own false claims of astounding achievements. As I noted in my 2015 reply to aspiring presidential candidate Carly Fiorina’s erroneous treatise about Islam on the Hewlett-Packard site, the self-styled “Islamic arches” were already Roman, Byzantine, Persian, Egyptian, Babylonian and Greek. The vaulted and hemispherical ceilings were invented by non-Muslim Romans. The first numerical system was developed by Babylonians, 800 years before Islam. The misnamed “Arabic numerals” were adopted from the Hindus, in India. Arab scientists were largely Jews who were forcibly converted. Arabic philosophers and scientists were Jewish and Berber survivors of massacres. Arab astronomers were inspired by the great physician, Isaac Israel of Kairouan; and the greatest of “Arab” scientists, Avicenna (980-1037), was probably of Jewish origin from Bokhara. Their astronomers used instruments, such as the astrolabe, to facilitate world-girdling sea voyages, but created by a “remarkable Jewish genius,” Mashala of Mosul; their astronomical tables were created by the Jewish Joseph ben Wallar at Toledo, and by Judaic specialists, including Immanuel ben Jacob in Aragon.

The sincere, but deluded, Calabria asserts that Muslims played a positive part of American society for more than a century when, in fact, the part they played was that of Barbary corsairs These were Ottoman pirates known as the Scourge of the Mediterranean, whose raids and invasions had strangled world trade, caused economic disaster, and stopped shipments of papyrus to create a decline in writing, literacy and books written – the crucial cause of the European Dark Ages. For centuries they had been capturing European merchant ships and holding for ransom or enslaving their crews. When they began attacking American ships after the end of the American Revolution, and diplomatic talks failed, US President Thomas Jefferson, in 1798, formed the United States Department of the Navy in order to end the attacks, tributes and ransoms paid and to protect our commerce. Such has been the real Islamic contribution to Western civilization.

Regarding slavery, it had been the Muslims themselves who forcibly kidnapped their co-religionists, as many as 11 million Black (Muslim) slaves, the men being trafficked for harsh labor, the women primarily for sexual slavery. Taken from their African homelands and sold into Europe and South and Central America for great profit (only 5 percent came to the United States), the traders were prepared to deal with the journeys’ high mortality rate (between 80 and 90 percent), and still be confident of sufficient financial gain.

Native-born American Muslims are mainly African Americans, many converted to Islam during the last 70 years Although an estimated 10 to 30 percent of the slaves did arrive as Muslims, their adherence was suppressed on plantations, but the non-enslaved Muslims in North America were merchants, travelers and sailors, from the 16th and 17th c. Ottoman and Mughal Empires. Their increased number today is a result of the recent influx of migrants, following the Koranic commands of conquest by invasion (al-hijra) and breeding (al-wilada). Nearly 96,000 became legal residents in 2005, with another 115,000 in 2009. While world population may increase by 32 percent, Muslims are predicted to increase by 70 percent. Their supposedly rich history remains undefined, their beneficial contributions to mankind undetermined, but Calabria remains convinced of an Islam that exists in the imagination only.

Contrary to his ardent claim of Islam’s wellspring of contributions, the “Muslim genius” appears to be their unique ability to invade and feign victimhood, to insinuate their laws into the host country and protest discrimination, to force civilizations to relinquish their treasured mandates of truth and freedom, to convince a world of a non-existent history, to receive unending entitlements and support, and to contribute nothing beneficial and to destroy their host culture while declaring provenance over every field of endeavor. Fr. Calabria has strayed from the original path and walks in the footsteps of Mohammed.

C-Span has a dedicated propagandist program that reaches millions of viewers. It works on the basis of having the viewing audience call in, vilifying Israel or world Jewry, for all the world to hear, while the host broadcasters remain silent and blameless. The accusations go unopposed, the lies unchallenged, the slander uncensored, and the audience has digested a full dose of uninterrupted, unexpurgated hate speech against Israel, with defamation of the US for our friendship with the sole middle-eastern democracy that shares our values. So Islam and the left, the enemies of Jews and Christians worldwide, have their own kind of Lord Haw-Haw, the Fascist mouthpiece of World War II, protected from all censure. The callers should be screened out and the hosts should be ethical and better informed to disallow the vilification and falsehoods.

Here are just a few of about one hundred damaging comments by callers in 2017, to which the journalists were either silent, ineffective or in agreement.

12/23, “Israel attacked the USS Liberty to get the US into a war with Egypt; I really don’t think that it is a really good ally. Who knows whether they (Israel) coaxed us into war with Iraq and Syria.” This is a persistent false accusation. Numerous inquiries and reports have concluded that the Israelis could not properly identify the ship in international waters and had reason to fear an Egyptian attack. It was human error. Israel apologized for the harm, and paid millions in compensation to the US government, as well as to the wounded and to families of the men killed.

12/06, “Truman took the European Jews and set them right on top of the Palestinians, now that is our problem today.” The historical connection and legal rights, by international law, of the Jewish people in all of Palestine were defined in 1922 by the League of Nations Mandate for Palestine, the name used by the Romans. The identification, “Palestinians,” was fabricated in 1967 after the Arabs lost their aggressive war against Israel; the myth of an ancient Arab link to the land was created to undermine Israel and is part of their world jihad, holy war, and al-hijrah, conquest by migration.

11/09, “The best way to stop terrorism [in the world] is to get control of Israel.” Islamic terrorism is mandated in their scriptures and terrorists have carried out more than 32,651 deadly terror attacks since 9/11 to date, March ’18. The persecution and killing of Muslims by other Muslims is a severe problem throughout the world. Israel is the only country in the Middle East where Muslims live in peace and thrive, and this caller has given voice to making Israel the problem.

05/10, “Basically what we’re doing over there in the Middle East is taking care of Israel – we are in like a proactive war for Israel. They do absolutely nothing as far as the Coalition is concerned and we give them money and arms and they still don’t help us.” America does not protect Israel; the annual aid helps Israel purchase weaponry for its own defense, much made in America, keeping our manufacturing humming and our workers paid, and it is far less costly than deploying US troops to protect other US allies. Considered the “policeman of the world,” Israel provides us with invaluable intelligence to fight terrorism, combat-tests weapons and makes beneficial modifications. We benefit from their superior innovation and creativity, frontline of defense, cutting-edge technology in agriculture, cyber-security, medicine, military, and in water technology to Third-world countries and California; they deal with Islamic countries so we can concentrate on North Korea. Israel’s First Responders helped us track the Boston Marathon bombers; helped with California and Texas floods, Mexico and Haiti after their earthquakes, Japan after their tsunami, and provided post-trauma training to Parkland community members. Our biggest high-tech companies depend on a strong, independent Israel.

04/20, “Hamas, Hezbollah, these are the people who are Palestinians just trying to get their country back. It’s not a difficult situation at all. My opinion is – it is not Israel, it’s occupied Palestine. China has North Korea. Russia has Syria. We have Israel.” There is/was no “occupied” or “country” of “Palestine”; it was a pejorative name given by the Romans against the Jews. There was never a government, constitution, monetary system, language, culture, art, architecture or literature unique to Palestinian people. The Arabs identified as The Arabs identified as southern Syrians until they assumed the name Palestinians after losing their aggressive war in 1967, to create for themselves a bond to the land. A Jewish kingdom existed in the land between 1050 and 930 BCE and a Jewish presence for 3,000 years. The Balfour Declaration (1917), San Remo Conference (1920), the League of Nations (1920), carved out the Palestine Mandate for the Jewish homeland; Israel was established as the Jewish state (1948) with Jewish majority on purchased, settled land, with full civil, political and cultural rights to all its minorities.

04/07, “But the United States didn’t have any problem with Israel killing 3,000 people in Gaza. I mean, we have also to look at our own government where we’re poisoning our own people in Michigan.” Where are the bodies to support this outrageous statement? These are blatant lies and defamation against Israel and America, said out of sheer ignorance, with no one to refute the malicious condemnations.

03/04, “I am strongly opposed to Israeli policy towards Palestinians. Why is it I am constantly labeled as anti-Semitic?” Palestinians who live peacefully within Israel are treated equally to other Israeli citizens under the law, but Palestinians are teaching hate of Jews; encouraging stabbing and throwing stones and bombs at Israeli targets; demanding land to which they have no DNA connection, archaeological or historical evidence of attachment as have the Jews. Palestinians, like other Arabs, are pursuing jihad just as Muslims are overtaking many of Europe’s countries. The caller is justly labeled anti-Semitic for demonizing and delegitimizing Jews within their own country, but not condemning the Muslims who are invading and attacking the people of other countries.

03/03, “[Israel’s Prime Minister] Benjamin Netanyahu hated President Obama. I don’t think it was because of him being President. It was because of his color. That is one thing we have to deal with.” Israel is home to Jews of every country of origin and color skin, from Africa, China, and more. Israel rescued dark-skinned Ethiopian Jews to Israel, in Operation Solomon.

C-Span has repeatedly aired events that denigrate America and Israel, such as Noura Erakat of the American-Arab Anti-Discrimination Committee in September, known Louis Farrakhan in November, and propagandist Salam Al-Marayati of the Muslim Public Affairs Council in December. They primarily concentrate on resistance to Jews in Israel and the West Bank (Judea, Samaria), and the ethnic cleansing of Jews from their historic homeland. The Cable-Satellite network continues to air Palestinian propaganda films as factual, and hosted Palestinian panelists who spread anti-Israel propaganda.

C-Span is wreaking harm against Israel and America by providing the venue for the fueling of hate against these keepers of the world’s moral clarity and tricking the uninformed to support the aspirations of totalitarianism to their own detriment. How does such an organization take it upon itself to work against the very survival of democracy and their own descendants! If C-Span and Time Warner Cable cannot stop their unprofessionalism and hate mongering and police themselves, perhaps it is time for Congress to step in.

Linda Sarsour, American-born to Palestinian parents, is unreservedly an anti-Semite and anti-Israeli activist. Identifying as a feminist and an advocate for human and women’s rights, she attracted 500,000 women to the January 2017 Women’s March on Washington. She then added immigration reform, healthcare reform, reproductive rights, the natural environment, LGBTQ rights, racial equality, freedom of religion and workers’ rights to the mix of grievances, and proceeded to discredit the newly elected President Trump.

A former employee of the Arab American Association, Asmi Fathelbab, in need of an advocate, brought her 2009 grievance to light on the Daily Caller and Fox News. She had complained to Sarsour, the AAA’s executive director and her direct supervisor, about a male volunteer who sneaked up from behind and sexually rubbed himself against her, but Sarsour vulgarly dismissed her, saying, “Something like that doesn’t happen to someone who looks like you,” thereby adding insult to injury. Fathelbab emerged as yet another woman who experienced an unsafe, abusive workplace environment, but Sarsour disclaimed the occurrence, threatening to sabotage Fathelbab’s career in New York for “as long as she lives.” Sarsour who lost her control and compassion for women when she tweeted her rage in response to the issue of FGM (Female Genital Mutilation): “Brigitte = Ayaan Hirsi Ali. She’s asking 4 an a$$ whippin’. I wish I could take their vaginas away – they don’t deserve to be women.” Is this the behavior and language of one who cares about women?

This devious activist called for jihadwhen speaking of Donald Trump, claiming that jihad is a “struggle” without violence, although the accepted Islamic definition for jihad is “holy war,” with as much violence as needed. Her expressions usually contain violence. Islam is dualisticand the two Korans, the earlier one written in Mecca and the later in Medina, offer a choice of contradictions where both benevolence and malevolence are at work. The doctrine that applies to kafirs (the non-believer majority) is political in nature and rarely positive or even neutral; by contrast, the doctrine that applies to Muslims, is cultural, legal, and religious. The system conveniently allows for interpretation to suit the circumstances. Like a chameleon, Sarsour uses deception to portray Islam as benign and the Palestinians as victimized by Israel, with the goal of luring unenlightened infidels to conversion. When she donned the hijab and declared her skin no longer white, she exposed her dedication to the holy war obligation.

A proponent of Islam’s mendacious dualism, Sarsour is also predictable with her use of the term Islamophobia to silence all dissent, and her promotion of the great Palestinian lie that they are willing to negotiate peace. The technique is taqiyyah, the Sharia-endorsed practice of blatant lying and deception in order to hoodwink the other. Her feminist and human rights causes are a cover for her true pursuit.

Traditionally, in the shame-honor Islamic culture, men are deemed superior while women aredegraded and the punishment for any disobedience to the Koranic proscriptions may be severe to fatal. Children spend most of their early childhood raised by a distressed, devalued mother, deprived of a loving environment and fearful of losing favor, being beaten, punished with isolation, or even annihilated. In The Jihadi Dictionary, Dr. Nancy Hartevelt Kobrin explains this as trauma-bonding. Treated as objects, they fail to learn empathy and compassion, treat others as objects, and bond with hard objects (such as weapons).

The young boy will learn the art of beheading in kindergarten, slinging rocks at Israeli vehicles, taunting IDF soldiers, treating female as bodies for rape. The young girl is further traumatized by the physically and psychologically painful FGM that could lead to lifelong infection and other complications, followed by supplementary mutilation at the time of marriage and childbirth.

Understanding her unwavering, limited destiny, the Muslim daughter may develop a resentment, even a repugnance and shame for her femaleness. Sarsour was raised in an unassimilated environment in Brooklyn, helped care for her six younger siblings; attended a school she resented (her mother’s choice), where she joined an activist club; was forced into an early marriage and motherhood of three; absorbed her people’s resentments and hatreds but was required to repress the anger and aggression she felt against her family. This has produced hostility against other women, which is distinctly evident when she addresses an audience.

Linda Sarsour has become the jihadi, internalizing the male’s rage and undertaking his role of leadership to promote a Palestinian state and Islam for the masses – ironically, this is a campaign for continuing the extreme cruelty to women. Despite the pain at her own betrayal and surgery, she dismisses FGM as merely a “cut,” and, denying the right to free speech, rejects all further discussion. A civilizational jihadist, she works to attract people to Islam while also vilifying Israel.

Islam was born out of envy and hatred of Judaism and Jews, in particular. Their Prophet’s new religion of “peace” was markedly successful in converting the residents of Mecca and Medina when he slaughtered, enslaved, and thieved their resources as bounty. Over a hundred verses in the Koran decree war with Jews and Christians, including extermination, and while it is estimated that 300 million Muslims believe in violent jihad, Sarsour’s chosen method is to push the narrative of Palestinian injustice in order to invalidate Israel and, therefore, justify Sharia and terrorism. Her politics and perpetual rage, taking opportunity in American gullibility, enabled her to partially dismantle the New York Police Department (NYPD) and its stop-and-frisk program, and used the Harvey disaster-relief program to increase voter registration and direct funds to the villainous George Soros. She defames Israel to negate the Jewish right to their land and state, slanders our President, and works to replace our way of life with Sharia.

Sarsour displays no feminine sympathy for the girls who are sexually mutilated and condemned to marry older, abusive men; or the Yazidi girls and womenwho were captured for a lifetime of sexual slavery; or the world of oppressed Muslim women, such as the Iranians who are bravely removing their hijabs and protesting their subjugation in this post-Shah era. Rather, Sarsour’s mission is to promote Palestinian victimhood for Palestinian state to exist in place of Israel, and to vilify President Trump for his allegiance to American values and commitment to Jerusalem as Israel’s eternal capital, with the final goal being the destruction of Israel and America and the adoption of Sharia law for all undersingle world rule, a global caliphate.

The year was 2011, and a freshman in Newton South High School, in Newton, Massachusetts, asked her father if it was true that the “Israeli occupation forces” had “imprisoned, tortured and killed” hundreds of Arabic women who had been “active in the Palestinian resistant movement.” Her father, Tony Pagliuso, asked for the source of this misinformation. It was her 540-page Arab World Studies Notebook, a highly explosive textbook filled with fabrications, shown to contribute, at least in part, to the marked decrease, from 84 to 57 percent, in student sympathy for Israel. In another textbook, The Cultural Landscape: An Introduction to Human Geography, a question reads, “If a Palestinian suicide bomber kills several dozen Israeli teenagers in a Jerusalem restaurant, is that an act of terrorism or wartime retaliation against Israeli government policies and army actions?” These are not unique.

The editor, Audrey Park Shabbas, employed by Arab World and Islamic Resources and School Services, authored the volume to improve the Arab image because the truth is unpalatable in Western society, and the Israeli image is scapegoated in the process, consistent with the 1400-year Islamic war against Jews and Western civilization. Schools also distribute Scholastic’s maps that omit Israel from the modern Middle East.

Other education sources used across America are the Internet’s Flashpoints: Guide to World Conflicts, which identifies Jerusalem as the capital of (the non-existent) Palestine; handouts that omit the numerous and deadly Arab terrorist attacks on Israel; and A Muslim Primer that presents a deceptive, sugar-coated version of the subjugated Muslim woman’s life. Biased textbooks in use throughout America are World History: The Human Odyssey; World History: Human Legacy; World Civilizations: The Global Experience; A Muslim Primer: Beginner’s Guide to Islam, and more. I have personally reviewed four textbooks and written exposés accordingly, and many concerned professionals and members of the public are working hard to combat the manipulation of our youth, but the disinformation continues to proliferate.

More than 10,000 teachers attended Shabbas’s hundreds of three-day teacher-training sessions from 2000 to 2006, and were thus persuaded and made skillful at reaching and indoctrinating more than 25 million students over ten years. Additional corroboration comes from visiting biased speakers, such as the notorious anti-Israel Noam Chomsky, an aficionado of the Iran-supported, world’s most powerful terrorist group/army, Hezbollah, responsible for large-scale bombings and suicide attacks on Americans and Israelis; Linda Sarsour, anti-Semite, jihadi and proponent of FGM (Female Genital Mutiliation); and academia’s Paul Beran, then-director of Harvard University’s Outreach Center, now leader of SHARIAsource, recognized for promoting BDS (boycott, divestment, sanctions) against Israel to the Presbyterian Church.

It took alert parents and involved citizens and intense investigation and reports by The Massachusetts Board of Education, Americans for Peace and Tolerance (APT), the American Jewish Committee and Verité Educate to expose Newton High’s ethical violations and unacceptable practices and to finally have the school admit the Outreach Center’s strong influence. Key criticism was leveled at Harvard International Review’s Hatem Bazian’s fallacious portrayal of Palestinians as the indigenous victims and Jews as the colonialists; at the textbooks for their academic dishonesty through inaccuracies, false information, plagiarism, deceptive editing, and hate-filled, religious-proselytizing websites; assignments designed to prejudice students toward a suicidal one-state solution for Israel/the West Bank/Gaza, revealed in Miriam F. Elman’s “Palestinian Propaganda is Infiltrating US Public Schools”; and biases against Israel and the US while sanitizing Islamic ideology and terrorism, explained by Rafael Medoff in Breaking Christian News.

Examples of other schools across the country that inculcate Islamism and unfairness in the classroom include Bellaire High, in Houston, Texas, cited for extreme claims about Israel’s history; Carlmont High in Belmont, California, which invited Linda Sarsour and other anti-Semites to advocate BDS and tutor radical positions against Israel; and La Plata High, a Maryland public school that forces the children to learn about Islam, memorize the Five Pillars of Islam, and recite the Shahada, the Islamic oath of conversion. By contrast, there is a considerable lack of parallel information being taught about Christianity and Judaism because Islamists precedently announced their aversion and umbrage. This generation of children is being fed an egregiously biased version of an ideology that is incompatible with democracy and corrosive to our beliefs, morals, and ideals. Let us be clear: their ultimate purpose is the conversion of our children.

The Intense focus on Islamic subjects is carefully selected. For example, the status of women is profoundly misrepresented, the origin and purpose of their sharia-compliant clothing falsified and unsupported by scholarship. One author asserts that “Islam and the Quran created major improvements in the status of women,” when the truth is otherwise. The worst conditions for women are concealed, including the practices of genital mutilation and honor killings; accusations of adultery and stoning; their treatment as property and legal inferiority; endorsed beatings by their husbands; the fact that a woman may have no rights to show her face, walk alone, drive a vehicle or attend schools. International speakers and experts who offer genuine facts, such as Ayaan Hirsi Ali, Anni Cyrus, Brigitte Gabriel, and Noni Darwish, are not among the invitees.

The textbooks elevate Islam over Judaism and Christianity, one being John Esposito’s Islam, the Straight Path, in which he declares that revelations given to the Jews and Christians were false. By contrast, he cites as truth, rather than belief, that God sent Muhammad as his final messenger and that God’s sacred language is Arabic. Students write about Moslem pilgrimages, including to Jerusalem as “your homeland,” when Jerusalem is never mentioned in the Koran. Many textbooks explain the rise and spread of Islam as being a successful acceptance of ideas, rather than the result of persecution and wantonly destructive conquerors who beheaded the non-believers, kidnapped the women for forced conversion and sexual slavery, and enriched themselves with appropriated bounty.

The textbooks’ definition of jihad varies from the benign, the spiritual struggle within oneself against sin, to the traditional, the struggle against the enemies of Islam, but the goal is always the same – that of bringing the whole world under Islamic law, as explained by Bernard Lewis. Omitted is the account of hundreds of members of the Jewish Meccan tribe, the Quarayza, beheaded in 627 AD for rejecting Muhammad as Prophet, and the more than 109 verses in the Quran that decree violence and death to Jews and Christians, and the destruction of Israel.

Not found in textbooks is Israel’s history – not 1948, when five surrounding Arab states declared war on the new state of Israel and lost, or 1967, when the Arabs again attacked Israel and lost, leaving behind Arabs who stayed and accepted Israel citizenship and Arabs who fled and remained as stateless pawns, neglected by their brethren. Mislaid is the number of Jews – between 800,000 and one million – who fled for their lives from Islamic countries, and were absorbed by Israel. Missing are a timeline that would verify Israel’s attacks as retaliatory to the Arab leaders’ calls to annihilate Israel, and a correct definition of the Israeli-Palestinian conflict as “religious,” as declared in the Quran, confirming that anti-Semitism is integral to the Moslem culture. The textbooks do not explain Islamic terrorism and radicalism as religious precepts of jihad, or the incitement to hate that permeates Palestinian and Islamic society. Palestinians extol terrorism, praise terrorists as heroes and deceased murderers as martyrs after whom streets, cultural events, and public squares are named, and for which parents are handsomely rewarded – with “humanitarian aid” funded by UN countries. Anti-Semitism is endemic to the Koran, and none of this is mentioned.

The correct definition of Islam, with its religious, legal, political, economic, social and military components is a 100% system of life, and the greatest threat to the world. There are organizations that work to free our schools of Islamic propaganda, but the programs of study have been bought and paid for by the Saudis, and theirs is the agenda. Hence, the lessons are plagued with poor scholarship, revisionism, and blatant anti-Israel bias, and supported by a corrupt media that fuels the skewed perspective.

It is now evident that we are at war, a war that is being waged in the classroom, with its weaponry aimed at our children’s minds. The diligent work, “Indoctrinating our Youth,” by CAMERA, Committee for Accuracy in Middle East Reporting in America, has resulted in the removal of some curriculum materials, but not all. Despite parental rights to know what their children are learning, teaching staff does not provide full disclosure. And, for every school that removes falsehoods, there are a hundred more that are continuing its use, now beginning at 3rd grade level. It is up to us to pursue what must be stopped for the sake of our survival as a republic. Go to www.schoolbias.org or call CAMERA, at 617-377-6911. To quote a popular phrase, “If you see something, say something.”